EDC 502: Foundations of Curriculum (3)
Online at by email invitation: https://uriteacherknowledge.wikispaces.com/ Course Description:
History and analysis of foundational ideas and schools of thought about curriculum and how they shape modern practices in curriculum development, implementation, evaluation, and change in the United States.
Instructor of Record: Dr. David Byrd
Extended Course Description:
A major goal of this course is help prepare future school leaders with the foundation needed to create high performance learning environments in which district leaders, school leaders, and teacher leaders enable students to meet or exceed high academic standards. Using the concepts of integrated curriculum, instruction, and assessment as the framework school leaders are prepared to create and sustain learning communities that socialize intelligence, promote academic rigor, and increase clear expectations for students and their learning. Guided Inquiries: • What is a curriculum? • What is the role of curriculum development and implementation in school improvement? • What role(s) should a principal have in leading and supporting curriculum development and implementation school / district wide? Course Objectives: · To create capacity among aspiring principals in Providence · To ensure the development of strategies for leading and supporting the implementation of curriculum at the school (elementary or secondary) and district level. · To establish professional development systems that will ensure the achievement of rigorous academic standards by all students through high-quality teaching and assessment. · To foster the purposeful selection of pedagogical strategies during student and adult learning. · To cultivate the socialization of intelligence and cognitive apprenticeship in classrooms. · To ensure practitioners recognize, understand, and embed research based practice in their learning environments. · To select purposefully and use rigorous tasks with rich content and high thinking demand · To foster the development of academic rigor in the school and classroom. · To ensure the system-wide support, implementation, and alignment of school reform efforts.
Expected Course Outcomes: 1. Create a core group of aspiring principals who can practice curricula leadership and begin to infuse the work in the school and district. - Aspiring principals will experience curricula leadership strategies through the participation in class sessions - Aspiring principals will begin implementing the tasks and activities that are modeled during the sessions in their respective classrooms (elementary or secondary) and schools as evidence by the student work and records of meetings held and other artifacts that result from this implementation. - Aspiring principals will begin to develop an understanding of themselves as learners as evidence by the written and oral contributions they make as they participate in the study groups. 2. Aspiring principals will know more about best practices in curriculum leadership and be able to recognize academic rigor, and clear expectations, in their schools (elementary or secondary) as evidence by their teaching and learning artifacts. 3. Aspiring principals will cultivate the socialization of intelligence and cognitive apprenticeship in their respective schools as evidence by their teaching and learning artifacts. 4. Aspiring principals will select purposefully and use rigorous tasks with rich content and high thinking demand as evidenced by their teaching and learning artifacts. 5. Aspiring principals will have the knowledge and skills to assist classroom teachers, lead teachers, and instructional coaches in developing content knowledge within the core academic discipline(s) as evidenced by their teaching and learning artifacts. 6. Aspiring principals will foster improved curriculum implementation as evidenced by their teaching and learning artifacts. 7. Aspiring principals will work through the existing school and district structures—school improvement teams, departmental meetings, district strategic planning—to ensure that resources such as time, money, and personnel are allocated to support the implementation of curricula. Required Texts:
Readings outlined below
ISLLC(I)/RI Leadership Standards Addressed Instructional Strand: Elementary/Secondary Curriculum Development
I-#1 A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community I-#2 A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth RI-#1 Education leaders ensure student achievement by guiding the development, articulation, implementation, and sustenance of a shared vision of learning and setting high expectations for each student RI-#2 Education leaders ensure student achievement and success of each student by monitoring and continuously improving learning and teaching
Assignments 1. Attendance and active participation in all classes. This includes reading and completion of all assignments for each session. 20%
2. As an instructional leader maintain a portfolio that contains artifacts that provide evidence, at the elementary or secondary levels as appropriate to your area of administrative certification, of how curricular scope and sequence–Grade Level Expectations and Grade Span Expectations (GLEs/GSEs: http://www.ride.ri.gov/instruction/curriculum/) and quality lessons are central to students opportunity to learn.
· Reflective Journal - minimum of 10 entries demonstrating reflection on topics discussed in the course. 10%
I. Individual Professional Development Plan - Participants will individually develop a plan designed to foster the development and implementation of curriculum within their respective schools. 10%
II. Curricular Alignment – Participants will use the GLEs / GSEs and Providence’s scope and sequence documents to develop a curricula outline for a course or grade or subject area that aligns a sequence of instructional units with the expectations for the course/grade. 10%
III. Linkage of GLEs or GSEs to instructional Tasks – Participants will match specific GLEs or GSEs (elementary or secondary) to areas of need based on a review of student data for their project school. Specific sample lessons/learning tasks will be selected as exemplars of best practice related to these content standards. 15%
IV.School / Classroom Assessments – participants will develop a valid and reliable school-wide or multi-classroom assessment (elementary of secondary as appropriate to certification) for use in a local assessment system. 15%
V. Group Professional Development Plan - Participants will work collaboratively to develop an in-depth plan designed to foster the development and implementation of curriculum within their respective schools. This assignment will draw from and build on the individual professional development plans. 20%
Oliva, P. Developing the Curriculum, (2009) ch 9, Organizing and Implementing the Curriculum: The Elemenatry School, the Middle School, the Senior High School, Technology in Education Where We’ve Been: The Curriculum Past
Oliva, P. Developing the Curriculum, (2009) ch 9, Organizing and Implementing the Curriculum: The Elemenatry School, the Middle School, the Senior High School, Technology in Education Where We’ve Been: The Curriculum Present (PDF above in week 4)
Freire, P. Pedagogy of the Oppressed, Curriculum Studies Reader
Oliva, P. Developing the Curriculum: Where We’ve Been: The Curriculum Future (continue ch 9) (see wk 4)
7
10/27
Viable Curriculum
Greene, Maxine. Curriculum and Consciousness, Curriculum Studies Reader What works in Schools/ Marzano, Section I: School-Level Factors, Chapter 2. The School-Level Factors, Chapter 3. A Guaranteed and Viable Curriculum
8
11/3
Program Coherence
Noddings, N. The Aims of Education, Curriculum Studies Reader
Newmann, F., Smith, B., Allensworth, E., & Bryk. (2001) Instructional program coherence: What it is and why it should guide school improvement policy. Educational Evaluation and Policy Analysis, 23(4), 297-321.
Guthrie, J. & Schuermann, P. (2010) Successful School Leadership, Learning, Programs, Performance, Data Based Decisions, Ch 8 “Learning”
10
11/17
Curricular Programs
Guthrie, J. & Schuermann, P. Successful School Leadership: Programs, Ch 9, Instructional “Programs” K-12
National Efforts to Bring Reform to Scale in High-Poverty Schools- Outcomes and Implications. Geoffrey Borman
Guthrie, J. & Schuermann, P. Successful School Leadership: Performance, ch 10 Assessing “Performance” K-12
Shaping Teacher Sensemaking- School Leaders and the Enactment of Reading Policy. Coburn
12
12/1
Data Based Decisions and the Curriculum
Guthrie, J. & Schuermann, P. Successful School Leadership: ch 11 “Data Based Decision Making”
Value-Added Assessment from Student Achievement Data- Opportunities and Hurdles. William L. Sanders
Value Added Concerns. Audrey Amrein-Beardsley
EDC 502: Foundations of Curriculum (3)
Online at by email invitation: https://uriteacherknowledge.wikispaces.com/
Course Description:
History and analysis of foundational ideas and schools of thought about curriculum and how they shape modern practices in curriculum development, implementation, evaluation, and change in the United States.
Instructor of Record: Dr. David Byrd
Extended Course Description:A major goal of this course is help prepare future school leaders with the foundation needed to create high performance learning environments in which district leaders, school leaders, and teacher leaders enable students to meet or exceed high academic standards. Using the concepts of integrated curriculum, instruction, and assessment as the framework school leaders are prepared to create and sustain learning communities that socialize intelligence, promote academic rigor, and increase clear expectations for students and their learning.
Guided Inquiries:
• What is a curriculum?
• What is the role of curriculum development and implementation in school improvement?
• What role(s) should a principal have in leading and supporting curriculum development and implementation school / district wide?
Course Objectives:
· To create capacity among aspiring principals in Providence
· To ensure the development of strategies for leading and supporting the implementation of curriculum at the school (elementary or secondary) and district level.
· To establish professional development systems that will ensure the achievement of rigorous academic standards by all students through high-quality teaching and assessment.
· To foster the purposeful selection of pedagogical strategies during student and adult learning.
· To cultivate the socialization of intelligence and cognitive apprenticeship in classrooms.
· To ensure practitioners recognize, understand, and embed research based practice in their learning environments.
· To select purposefully and use rigorous tasks with rich content and high thinking demand
· To foster the development of academic rigor in the school and classroom.
· To ensure the system-wide support, implementation, and alignment of school reform efforts.
Expected Course Outcomes:
1. Create a core group of aspiring principals who can practice curricula leadership and begin to infuse the work in the school and district.
- Aspiring principals will experience curricula leadership strategies through the participation in class sessions
- Aspiring principals will begin implementing the tasks and activities that are modeled during the sessions in their respective classrooms (elementary or secondary) and schools as evidence by the student work and records of meetings held and other artifacts that result from this implementation.
- Aspiring principals will begin to develop an understanding of themselves as learners as evidence by the written and oral contributions they make as they participate in the study groups.
2. Aspiring principals will know more about best practices in curriculum leadership and be able to recognize academic rigor, and clear expectations, in their schools (elementary or secondary) as evidence by their teaching and learning artifacts.
3. Aspiring principals will cultivate the socialization of intelligence and cognitive apprenticeship in their respective schools as evidence by their teaching and learning artifacts.
4. Aspiring principals will select purposefully and use rigorous tasks with rich content and high thinking demand as evidenced by their teaching and learning artifacts.
5. Aspiring principals will have the knowledge and skills to assist classroom teachers, lead teachers, and instructional coaches in developing content knowledge within the core academic discipline(s) as evidenced by their teaching and learning artifacts.
6. Aspiring principals will foster improved curriculum implementation as evidenced by their teaching and learning artifacts.
7. Aspiring principals will work through the existing school and district structures—school improvement teams, departmental meetings, district strategic planning—to ensure that resources such as time, money, and personnel are allocated to support the implementation of curricula.
Required Texts:
Instructional Strand: Elementary/Secondary Curriculum Development
I-#2 A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth
RI-#1 Education leaders ensure student achievement by guiding the development, articulation, implementation, and sustenance of a shared vision of learning and setting high expectations for each student
RI-#2 Education leaders ensure student achievement and success of each student by monitoring and continuously improving learning and teaching
1. Attendance and active participation in all classes. This includes reading and completion of all assignments for each session. 20%
2. As an instructional leader maintain a portfolio that contains artifacts that provide evidence, at the elementary or secondary levels as appropriate to your area of administrative certification, of how curricular scope and sequence–Grade Level Expectations and Grade Span Expectations (GLEs/GSEs: http://www.ride.ri.gov/instruction/curriculum/) and quality lessons are central to students opportunity to learn.
· Reflective Journal - minimum of 10 entries demonstrating reflection on topics discussed in the course. 10%
I. Individual Professional Development Plan - Participants will individually develop a plan designed to foster the development and implementation of curriculum within their respective schools. 10%
II. Curricular Alignment – Participants will use the GLEs / GSEs and Providence’s scope and sequence documents to develop a curricula outline for a course or grade or subject area that aligns a sequence of instructional units with the expectations for the course/grade. 10%
III. Linkage of GLEs or GSEs to instructional Tasks – Participants will match specific GLEs or GSEs (elementary or secondary) to areas of need based on a review of student data for their project school. Specific sample lessons/learning tasks will be selected as exemplars of best practice related to these content standards. 15%
IV.School / Classroom Assessments – participants will develop a valid and reliable school-wide or multi-classroom assessment (elementary of secondary as appropriate to certification) for use in a local assessment system. 15%
V. Group Professional Development Plan - Participants will work collaboratively to develop an in-depth plan designed to foster the development and implementation of curriculum within their respective schools. This assignment will draw from and build on the individual professional development plans. 20%
Total: 100 %
Rubric for Curricular review assignment
Draft Reading changes will take place online based on candidate interest and need.
9/15
Sizing up State Standards K-12
9/22
Counts, G. Dare the School build a new Social Order?, Curriculum Studies Reader
9/29
Focus on Formative Feedback. Valerie J. Shute.
Effective Programs in Elementary Mathematics - A Best-Evidence Synthesis. Robert E. Slavin and Cynthia Lake
10/6
Oliva, P. Developing the Curriculum, (2009) ch 9, Organizing and Implementing the Curriculum: The Elemenatry School, the Middle School, the Senior High School, Technology in Education Where We’ve Been: The Curriculum Past
Lessons from the Classroom About Fed and State Standards RI and IL CEP
10/13
Oliva, P. Developing the Curriculum, (2009) ch 9, Organizing and Implementing the Curriculum: The Elemenatry School, the Middle School, the Senior High School, Technology in Education Where We’ve Been: The Curriculum Present (PDF above in week 4)
Common Standards
10/20
Candidates will meet in curricular teams.
Oliva, P. Developing the Curriculum: Where We’ve Been: The Curriculum Future (continue ch 9) (see wk 4)
10/27
What works in Schools/ Marzano, Section I: School-Level Factors, Chapter 2. The School-Level Factors, Chapter 3. A Guaranteed and Viable Curriculum
11/3
Newmann, F., Smith, B., Allensworth, E., & Bryk. (2001) Instructional program coherence: What it is and why it should guide school improvement policy. Educational Evaluation and Policy Analysis, 23(4), 297-321.
11/10
11/17
National Efforts to Bring Reform to Scale in High-Poverty Schools- Outcomes and Implications. Geoffrey Borman
11/24
Shaping Teacher Sensemaking- School Leaders and the Enactment of Reading Policy. Coburn
12/1
Value-Added Assessment from Student Achievement Data- Opportunities and Hurdles. William L. Sanders
Value Added Concerns. Audrey Amrein-Beardsley
12/8
Evidence-Based Decision Making in School District Central Offices Toward a Policy and Research Agenda.
Meredith I. Honig, Cynthia Coburn
Adoption and Adaptation: School District Responses to State Imposed Learning and Graduation Requirements. Sipple
Additional Resources
· Rhode Island Curriculum Web (GLEs/GSEs)
http://www.ride.ri.gov/instruction/curriculum/)
· Massachusetts Curriculum Frameworks: http://www.doe.mass.edu/frameworks/current.html
· Virginia Sample Standards of Learning Scope and Sequence Guides for English, Mathematics, Science, and History and Social Science: http://www.doe.virginia.gov/VDOE/Instruction/solscope/
· Virginia - Standards of Learning Resources http://www.doe.virginia.gov/VDOE/Instruction/sol.html